Education & Pedagogy

"Agents of Change" is a compilation of thought-provoking insights, opinions, personal stories, and suggested actions for change in the K-12 education system in Pakistan. It validates how good schooling can alleviate poverty and advance societal development through equitable opportunity for quality education. Clear and precise proposals are offered for reforms in the Pakistani context. Thoughtful analyses are based on sound research, conversations in the education community, interviews with experts in the field, and first-hand knowledge of the many challenges in the education system. There is also a "Call to Action" for broader public support and civic leadership to oversee the reforms. The authors argue that it will take greater public participation and strategic political advocacy to chip away at the problems. The case is made that the TCF [The Citizens Foundation] model of quality education and efficient management at a large scale offers a template for improvements in the education system.

This paper presents the concept of character education in "pesantren" which gives valuable contributions to the success of moral development for students. It also offers a different paradigm in developing the concept of character building in educational institution. This article is inspired by the lack of effective character learning in a variety of formal educational institutions. Hence, the schools which succeed in instilling character education can be used as a reference to develop character education. This study focuses on character education model developed by "pesantren" and offers an alternative perspective of the development of character education in Indonesia. This study adopts a qualitative research approach and uses a case study design. The study shows that the model of character education in "pesantren" is carried out through a multi-disciplinary approach so as to provide maximum results for the development of character education. This study suggests that the Total Moral Quality (TMQ) is the further development of Thomas Lickona's concept of character education of moral modeling, moral knowing, moral feeling and moral habituation and is applicable in the school.

This book addresses issues and challenges arising in the theory and practice of international education. Written by leading international experts in the field, it draws on up-to-date scholarship relating to this burgeoning area of study. The book reflects research that focuses on the increasing importance worldwide of the international schools sector. Acknowledging the seminal contribution made to development of the field by Professor Jeff Thompson, it discusses topical and fundamental questions relating to international education that are faced by researchers and practitioners. These include the aims of international education, its underpinning philosophy and values, the role of curriculum, the nature of pedagogy in this context and challenges for teaching and leadership. The volume is research-focused and comprises chapters from well-regarded experts based in 11 different countries who have academic and professional experience in teaching and researching international education. As a major contribution to this growing field of knowledge in a rapidly changing educational context, this book will be of great interest to academics, students and researchers in the field of international education worldwide, as well as those with research interests in comparative education and curriculum studies.

Achieving educational excellence in Australian schools requires strategic initiatives that provide every Australian student in every school with the opportunity to reach their potential. As Australian education's national, cross-sector education technology provider, Education Services Australia (ESA) has the relationships, capability and track record to take a leadership position in driving initiatives that achieve this goal. ESA's 2021-2023 strategic objective is to enhance their positive impact on the lives and learning of young Australians by contributing to improved student outcomes, enhanced teacher impact and stronger school communities. Their strategy guides their decisions and provides clear direction to the company. Over the next three years, ESA will focus on five interrelated strategic pillars that are enabled by three core capabilities and built on their shared values. After a discussion of opportunities, objectives, and strategy, this report discusses each of the strategic pillars and core capabilities. [For "Enhancing Our Impact: Education Services Australia Strategic Plan, 2018-2020," see ED619610.]

Because of the individual authority of each State for its own educational program, practices and policies differ widely among them in many respects. Yet in the midst of differences there are also common elements of development. The U. S. Office of Education, in presenting this series of monographs, has attempted to point out those common elements, to analyze the differences, and to present significant factors in State educational structure. In so doing, it accedes to the requests of a large number of correspondents who are students of State school administration and who have experienced the need for the type of material offered in this series. This monograph consists of a review of the various programs in parent education which have functioned in State departments of public education up to and including 1939. The material covers discussions of background, organization, administration, personnel, costs, services to study groups in local communities, and cooperative relations by which the parent education work throughout each State can be made more effective. (Contains 12 footnotes.) [Best copy available has been provided.]

The Council for Exceptional Children (CEC) recognizes the importance of special education teachers in the education of all children and youth. Special educators have always believed that children's individual learning needs should drive instruction; indeed, pedagogy is the heart of special education practice. One way to judge a special education teacher's knowledge and skill is through a thorough and valid teacher evaluation. High-quality evaluations that are rigorous, systematic, and developed collaboratively with special education teachers drive continuous improvement and excellence. The principles of good evaluation apply to all teachers. Thus, all teachers should be included in one evaluation system that is appropriately differentiated based on their professional role. CEC believes that special education teacher evaluations are only effective if they are based on an accurate understanding of special education teachers' diverse roles, measure and support the effective use of evidence-based interventions and practices, include accurate and reliable indicators of special education teacher contributions to student growth, and promote teaching as a profession in order to address the persistent problem of special education teacher retention. A bibliography is included.

Given the number of young children experiencing homelessness and its devastating impacts on development, preschool programs play a critical role in meeting these children's need for quality early care and education; yet, most young homeless children do not receive early childhood services. Many barriers limit access to early childhood programs for these children, including: (1) the high mobility accompanying homelessness; (2) lack of documents needed to enroll in early care programs; (3) lack of transportation; (4) an overall scarcity of early childhood programs and/or shortage of classroom slots; and (5) lack of awareness of homelessness among early childhood providers. Through strategic and collaborative action, State Coordinators for homeless education and local homeless education liaisons can help overcome these barriers and increase young homeless children's participation in quality early care and education programs. This brief provides information and suggests best practices to facilitate collaboration between schools, service provider agencies, and early childhood programs, and to increase the enrollment of and provision of services to families with young children experiencing homelessness.

UNESCO-UNEVOC and UNESCO Regional Bureau, Beirut, in cooperation with the Ministry of Education and Higher Education, Lebanon (General Directorate for Vocational and Technical Education, GDVTE, and Center for Educational Research and Development, CERD), organized a three-day Regional Expert Meeting (Beirut, 19-21 November 2013) as a platform for networking and dialogue involving regional UNEVOC centres, TVET institutions, and other relevant stakeholders. It was the last of five regional follow-ups to the Shanghai Consensus on developing and sharing policy and Promising Practices on youth and skills and greening TVET. Attended by 35 TVET experts representing UNEVOC Centres, international, regional and national organizations, the three-day meeting provided participants the opportunity to share their experiences by highlighting success stories on the introduction of entrepreneurship education (EPE) and ICT in TVET in particular. Annexes include: (1) Agenda; (2) List of Participants; and (3) TVET and EPE Initiatives and Projects proposed by Working Groups.

In this study, we explore the possibilities of utilizing and implementing an e-Education platform for Indian school-level curricula. This study will demonstrate how the e-Education platform provides a positive result to the students' learning and how this tool helps in managing the overall teaching processes efficiently. Before describing the overview of this e-Education methodology, the current Indian education policies, and the curriculum implementation strategy in School-Level education will be discussed. We will extend our opinions on current state-of-the-art e-Learning methodologies employed in Finnish educational institutions and pursue a comparative study on Indo-Finnish education systems. In this paper, our views on the appropriateness of the developed platform ("ViLLE" e-Education Platform) towards Indian elementary-level curricula and its foreseen implementation impacts will be presented. At last, we will show that the chosen approach is green, environment-friendly, and highly aligned with the roadmap of reducing and eliminating paper consumption in academic institutions in the future. [For full proceedings, see ED571459.]

While much work has been done to promote and advance convergence education over the past decade, a distinct and common framework is beneficial to the concept of convergence education being adopted and universally recognized. Therefore, based on extensive literature review and stakeholder engagement, the IWGC developed a definition and overarching guidance related to convergence education, which are the basis for this report. The intended audience is Federal Agencies and other STEM education stakeholders, with the intended use of this document being to support the understanding and implementation of convergence education. This document is particularly aligned to the IWGC objective to "encourage transdisciplinary learning" because it addresses the key federal action to support research, development, and dissemination on effective transdisciplinary STEM education practices, programs, and policies; and, it ensures Federal activities support the upskilling of educators reflecting transdisciplinary approaches featuring teaching that focuses on local and global community questions. However, it also incorporates connections to the objectives to "advance innovation and entrepreneurship education" and "make mathematics a magnet."

This study analyzed the effect of elementary special education receipt within the U.S. Given the nonrandomized nature of special education, the statistical method for measuring the effect of special education must adequately control for contextual factors that are associated with special education receipt. Propensity score weighting is a technique that can control for covariates to test outcomes of those receiving special education compared to those who have not received special education. Using propensity score weighting, this study analyzed the impact of special education status on academic skills (i.e., math, reading, and science), social-emotional functioning (i.e., internalizing and externalizing problem behaviors), and learning-related behaviors using a nationally representative sample of elementary students in kindergarten through fifth grade (i.e., the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11; ECLS-K:2011). The findings indicate that special education was associated with lower academic skills, social-emotional functioning, and learning-related behaviors than would be expected had students not received special education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The New Mexico (NM) higher education state attainment goal -- the Route to 66 -- has been a driving force for many of the initiatives undertaken in New Mexico. The New Mexico Higher Education Department (HED) works energetically and collaboratively with 31 public higher education institutions (HEIs) across the State. The HED also registers and licenses all private post-secondary schools in the state, which currently number 195. Through state-wide collaboration amongst all of NM's higher education institutions and vast stakeholders, significantly improved outcomes in higher education in the state are being realized. By choosing to focus on state-wide initiatives that can benefit all students, HED is committed to improving the success of New Mexico's students. In this annual report, executive summaries are provided for the following HED divisions: (1) Policy & Programs; (2) Legal; (3) Planning and Research; (4) Adult Education; (5) GEAR UP [Gaining Early Awareness and Readiness for Undergraduate Programs]; (6) Private and Postsecondary Schools; (7) Financial Aid; and (8) Institutional Finance and Capital Projects. [For the 2016 report, see ED572892.]

Whether a migrant, refugee or internally displaced, a child is a child. Every child has the right to an education. Yet many of the 50 million uprooted children in the world are in desperate need of education--not "despite" being uprooted from their homes, but "because" they are uprooted from their homes. Without education, how will they gain knowledge and skills to rebuild their lives? How will they be able to chart a path to a more peaceful and prosperous future for themselves, their families, their communities and the world? Finding ways to provide education for uprooted children will require funding, creativity and commitment. This report provides essential data and information on educational challenges faced by nearly 50 million uprooted children around the world. It notes that some of these children and their families migrate in pursuit of better education or job opportunities, while others are forced from their homes because of conflicts or natural disasters. Whether they are refugees, internally displaced people or migrants, the report concludes, uprooted children are still children who have a right to education--and the safety, stability and opportunity that education can provide.

This paper aims to examine the current inequalities within Nigeria's education system with a brief focus on Lagos, Ondo State and Ogun State. It will also examine how the current system is funded and will consider the percentage of GDP the government spends on education in Nigeria in comparison to other countries in Sub-Saharan Africa. In addition to this, the inequalities in terms of the payment of school fees within both the private and public sectors in Lagos will be examined. Furthermore, the quality of education in Nigeria in terms of resourcing, facilities, and equipment and class sizes will be evaluated. Comparisons will be made about the relationship between education and economic growth. This paper intends to examine the quality of the current education system and the extent to which adult illiteracy is increasing in Nigeria. The paper will highlight the current trends in Nigeria's education system and will finally put forward recommendations to improve Nigeria's education system. [For the complete Volume 16 proceedings, see ED586117.]

As an alternative for face-to-face education (F2F), distance education models are becoming prevalent rapidly nowadays. Internet-based learning is one of the most important parts of Distance Education. Internet-based Distance Education can be briefly defined as a sort of education system which teachers and students can actualize without sharing the same place. This education model is student-centered. In this model, the students are able to learn the lessons given independently from time and space, and able to communicate with the teacher via different means of technology. There are lots of factors affecting the performance of the student positively or negatively in Internet-Based distance education. The success of the students and quality of the provided education can be enhanced by determining which of these factors are dominant. In this study, we tried to determine the factors which affect the success and satisfaction of the students in Sakarya University Faculty of Management Distance Education. Structural Equation Modeling is utilized to analyse structural relationships.